【作 者】：
熊华军， 苏林猛
【关 键 词 】：
在线教学； 教学临场感； 客体化行为； 胡塞尔
【栏 目】：
理论探讨
【中文摘要】：
在线教学突破时空限制为教学发展提供了契机，教学临场感是在线教学取得长足发展的关键因素。文章基于胡塞尔客体化行为理论，提出在线教学临场感的无蔽显现是感知行为、直观行为、表象行为、客体化行为的发生过程，亦是在线教学临场感由浅表向深度的生成过程。指出在线教学临场感走向遮蔽是由于信息技术的异化、虚拟场域的桎梏、技术观念的冲击。由此，提出去除在线教学临场感的遮蔽状态，首先，在本体论上显现技术的本性，让学习者沉浸于在线教学临场感的体验中以解除自身蒙昧的状态；其次，在认识论上构建在线教学临场感的层次认知，认识在线教学临场感的生成具有层次性和奠基性；最后，在方法论上回归在线教学临场感的“体验”，体验在场与缺席、整体与部分、多样性与同一性的“聚集”。
【英文摘要】：
Online teaching breaks through time and space limitations to provide an opportunity for teaching development, and teaching presence is a key factor for online teaching to achieve significant development. Based on Husserl's theory of objectified behavior, this paper proposes that the unobtrusive emergence of online teaching presence is the process of perceptual behavior, intuitive behavior, representational behavior, and objectified behavior, and also the process of generating online teaching presence from the superficial to the deep. It is pointed out that the online teaching presence becomes obscured because of the alienation of information technology, the shackle of virtual field, and the impact of technological concepts. As a result, it is proposed to remove the obscured state of online teaching presence. Firstly, it is necessary to reveal the nature of technology ontologically and to immerse learners in the experience of online teaching presence in order to release themselves from the obscured state. Secondly, in epistemology, we should construct a hierarchical cognition of online teaching presence, and recognize the hierarchical and foundational nature of the generation of online teaching presence. Finally, in terms of methodology, we return to the "experience" of online teaching presence, and experience the "gathering" of presence and absence, whole and part, diversity and sameness.